Tập huấn Thay sách Anh 12 - 2008

KINDS OF LISTENINGAccording to Harmer 1998:98, there are two kinds of listening material:  Authentic listening material is unscripted material or pre-recorded announcements, telephone m

TEACHING LISTENING

PRESENTED BY

QUESTIONS FOR DISCUSSION

1. What kinds of listening should be used in

class?

2. Point out some listening problems faced by

your students Suggest possible solutions to these problems

3. Discuss the bottom-up and top-down

processing in teaching listening

4. Follow-up activity

KINDS OF LISTENING

According to Harmer (1998:98), there are two kinds of listening material:

 Authentic listening material is unscripted

material or pre-recorded announcements, telephone messages, lectures, plays, news broadcasts, interviews, other radio program stories read aloud, etc

 Realistic listening material is scripted

material

KINDS OF LISTENING (continued)

NOTE

Authentic listening material may cause

problems to students, especially to beginners because they won’t understand a word;

however it can give students a feel for the

sound of the language and becomes

accustomed to the authentic language that will facilitate their communication in real life later on

KINDS OF LISTENING (continued)

Doff (1995:199) notes that in real life there are two kinds of listening:

 Casual listening: People listen with no

particular purpose in mind , and often without much concentration (i.e they do not listen

very closely, and may not remember much of what they heard)

e.g Listening to the radio while doing some

housework; chatting to a friend

KINDS OF LISTENING (continued)

 Focused listening: People listen for a particular purpose to find out information they need to know (i.e they listen much more closely for the most important points or for particular

information)

e.g Listening to a piece of important news on the radio.

Listening to someone explaining how to operate a machine NOTE:

According to him, the kind of listening used in class should be focused listening Teachers expect students to listen closely and remember afterwards what they heard.

SOME LISTENING PROBLEMS FACED BY THE STUDENTS

 Students have to go with the speed of the voice (s) when listening If they fail to

recognize a word or phrase they have not understood and stop to think about it, they often miss the next part of the tape and are falling behind in terms of comprehension

SOME LISTENING PROBLEMS FACED BY THE STUDENTS (continued)

 Students might meet problems caused by informal spoken

language which has a number of unique features including the use of

- Incomplete of utterances (e.g Dinner? Instead of “Is dinner ready?”)

- Repetitions (e.g I’m absolutely sure, absolutely sure you know that she’s right)

- Hesitations (e.g yes, well, umm, yes, possibly, but, er…)

- Tone of the voice (high pitch or low pitch)

- The intonation used by the speakers

- Accent

- Background noise

TOP-DOWN AND BOTTOM-UP PROCESSING

view or idea of the listening text by absorbing the

overall picture/ reviewing what he knows about the topic to interpret the message he has heard.

individual words, phrases or cohesive devices and achieves understanding by stringing these detailed elements together to build up a whole.

SIX PRINCIPLES BEHIND TEACHING LISTENING

tape.

respond to the content of a listening, not just to the language.

different listening tasks.

the full

achieve their listening purpose.

INTENSIVE LISTENING:

THE ROLE OF THE TEACHER

 Machine operator

possible; i.e knowing exactly where the segment he wishes to use is on the tape and how to get back

there.

into class.

stop the recording for particular questions and in

response to the students’needs.

listening task successfully.

- Teacher allows them to co-operate and help each other after listening by having them

compare their answers in pairs Then he

asks for answers from the class in general or from pairs in particular

GUIDELINES FOR TEACHING LISTENING IN CLASS

(continued)

Pre-listening (Presentation stage)

Teachers work on the general topic in order to get students to think about what they already know and in order to establish a reason for listening.

Teachers might

 stimulate students’ interest by setting the scene;

 help students by giving them a context by pre-teaching some of the most difficult language (new words/difficult grammar points/ structures);

 encourage them to make predictions about the content of the text;

 give students a clear and authentic purpose for listening;

 ask them one/ two guiding questions or engage them in listening activities.

GUIDELINES FOR TEACHING LISTENING IN CLASS

(continued)

Activities / Tasks

Eliciting Question- Answer

Exchange Discussion Predicting

GUIDELINES FOR TEACHING LISTENING IN CLASS

(continued)

While-listening (practice stage)

Teachers use questions and tasks to practice

appropriate listening skills.

Teachers

times and do the tasks or answer questions;

listening;

different tasks/ activities/ questions

GUIDELINES FOR TEACHING LISTENING IN CLASS

(continued)

Post-listening (production stage)

- Teachers show some connection between the new information and students’ lives

- Teachers help students improve listening and speaking skills or writing skills based on the information and the new language materials learnt by using a variety of speaking-listening tasks and activities

GUIDELINES FOR TEACHING LISTENING IN CLASS